Danielle Saltrick

SERP 511a
11/28/2017
Summary
Esteban is a 3rd grade student who reads at the 1st grade reading level. He is an all-around student
who works hard, but struggles with reading and writing. He is skilled at math but struggles with
word problems. Esteban always strives to do well in school and is a hard worker. He likes to
participate in activities during specials and will always have his hand up during group work.
When it is time for reading, he does not complain about it, but it is clear he is not comfortable
reading and wants to do something else. He will stay on track during reading and writing, but
will soon grow restless and ask to work on something else. When he reads, he sounds out the
letters then puts them together to say the whole word. When asked what he just read, he doesn’t
remember what he just read and will have to read it again or a few more times after to remember.
I really enjoyed using the Phonics Reading Lessons for this student as it has two different
instructional approaches. One paper breaks down a word and allows the student to sound out
each letter before blending it together to make a word. By doing this, it allows the student to
retain memory of how the letter sounds and is pronounced. I felt this method would help this
student in particular with his pronunciation of his letters to hopefully get him to achieve reading
fluency.
I felt this method was successful with this student as I did start to notice he remembered how
certain letters sounded and would remember certain words from the week before. Every week,
for 3-4 days, I would spend about 20-30 minutes with this student practicing his letter sounds
and reading. Esteban seemed excited some days to practice his reading. With this method, I made
sure he received a lot of verbal praises to know that he was doing a great job with his reading.
After a few weeks, he started looking forward to our practice sessions. I could see a difference in
his reading after about 3-4 weeks of implementing this practice. In working groups, I could see
that he was more focused on the reading and was wanting to try harder during the reading
section.
I would definitely want to continue this instruction with this particular student to work on his
reading fluency. He is still reading at the 1st grade reading level but is making progress with the
reading fluency instruction. If I were to make a recommendation, it would be to set up an
individual time for the student to work on this instructional method. As of right now, I had taken
the student away from working tables to practice this method individually. I am also curious to
how it would turn out if I were to do this as a group activity for working tables. Would it be
successful for all the students? Each student is at a different reading level and finding an
effective method to use on the four students at the same time would be difficult.
Baseline Data:
I started the Baseline Data by having the student say the words listed in Lessons 1, 2, and 3. He
is a 3rd grader with a 1st grade reading level. Before implementing this method, I have experience
in listening to the student read during working tables, and I felt that the first 3 lessons would be a
good start to see what he already knows. The ones that are crossed off are the ones that he
pronounced incorrectly.
Lesson 1
9/25
5/5
sat man fat fan Sam

Lesson 2
9/25
4/10
rag mad cat gas fat
ran dad can ram nag

Lesson 3
9/25
5/10
fog Sam rot dog cot
Don sad rag Tom can

Lesson 4
9/25
3/15
box ham lad fox con
hog Max lob bag ran
log sad hot bad and

Lesson 5
9/25
2/15
kid fix jam sip hot
kit fox pig lad Jim
rob bin Kip can jig
IEP Goal: When given an age appropriate list of CVC words from the Phonics Reading
Instruction, Esteban will correctly pronounce the words as a whole with 80% (44/55) accuracy
by December 22nd, 2017. Esteban can currently pronounce the list of CVC words with 35%
(19/55) accuracy. This goal will be measured by the teacher providing weekly CVC word list
reviews of the words the student currently practiced. At the end of every 5th lesson, the words
will be compiled together to form a list for the student to review.

Week 1
9/28
Lesson 1: 5/5
sat man fat fan Sam

Week 2
10/5
Lesson 2: 9/10
rag mad cat gas fat
ran Dad can ram nag

Week 3
10/12
Lesson 3: 7/10
fog Sam rot dog cot
Don sad rag Tom can

Week 4
10/26
Lesson 3: 9/10
fog Sam rot dog cot
Don sad rag Tom can

Week 5
11/2
Lesson 4: 6/15
box ham lad fox con
hog Max lob bag ran
log sad hot bad and
 Week 6
11/9
Lesson 4: 13/15
box ham lad fox con
hog Max lob bag ran
log sad hot bad and

Week 7
11/16
Lesson 5: 7/15
kid fix jam sip hot
kit fox pig lad Jim
rob bin Kip can jig

Week 8
11/22
Lesson 5: 13/15
kid fix jam sip hot
kit fox pig lad Jim
rob bin Kip can jig

Week 9
11/27
Lessons 1-5: 47/55
sat man fat fan Sam
rag mad cat gas fat
ran dad can ram nag
fog Sam rot dog cot
Don sad rag Tom can
box ham lad fox con
hog Max lob bag ran
log sad hot bad and
kid fix jam sip hot
kit fox pig lad Jim
rob bin Kip can jig

At the end of 9 weeks, I tested the student on all of the words he learned up to that week as well
as testing him with the same 3 lesson word lists. With this instructional approach, I saw
improvement in the student’s phonemic awareness. After implementing each lesson as well as
reviewing the word lists prior to the lesson, the student was able to get repetition of practicing
sounding out letters. The student still struggles with mispronouncing the ‘b’ and ‘d’ letter
sounds. He seems to be confused between the shapes, and will do so in his writing as well.
 Lesson 1
11/30
5/5
sat man fat fan Sam

Lesson 2
11/30
10/10
rag mad cat gas fat
ran dad can ram nag

Lesson 3
11/30
10/10
fog Sam rot dog cot
Don sad rag Tom can

Lesson 4
11/30
12/15
box ham lad fox con
hog Max lob bag ran
log sad hot bad and

Lesson 5
11/30
10/15
kid fix jam sip hot
kit fox pig lad Jim
rob bin Kip can jig

Revised IEP Goal: When given an age appropriate list of CVC words from the Phonics Reading
Instruction, Esteban will correctly pronounce the words as a whole with 100% (55/55) accuracy
by December 22nd, 2017. Esteban can currently pronounce the list of CVC words with 85%
(47/55) accuracy. This goal will be measured by the teacher providing weekly CVC word list
reviews of the words the student currently practiced. At the end of every 5th lesson, the words
will be compiled together to form a list for the student to review.